60年来我国中学数学教科书编写形式的变化与思考  

Variation and Thinking of the Written Form in Middle School Mathematics Textbook in China for 60 Years

作　　者：王成满[1] 沈南山[1,2] 王郢[2] 

机构地区：[1]西南大学数学与统计学院,重庆400715 [2]皖西学院数学系,安徽六安237012

出　　处：《数学教育学报》2010年第5期25-27,共3页Journal of Mathematics Education

基　　金：国家“211工程”三期国家重点学科建设项目——基础教育课程改革深化与教学创新研究(102050-2030060302)

摘　　要：60年以来我国中学数学教科书的编写形式在分科与混合间钟摆式反复．分科编写可以使学生更加系统地掌握数学各分支学科的知识，但很难使学生对数学知识有一个整体上的把握，容易造成知识割裂和形与数的分离；混合编写虽然利于打通数学内部各分支科目间的联系，使学生从整体上认识、学习数学知识，但很难使学生对数学各分支学科知识体系系统深入的了解和学习．分科与混合的反复也有一定的正面作用，从更长远的观点来看，观点的争论和不断实践，正是教科书研究，乃至教育研究提高的重要途径．The style of presentation of mathematics textbook for secondary schools changed between the divided and mixed preparation like a pendulum for 60 years in China. The divided preparation is more systematical so that students can grasp the knowledge of various branches of mathematics, but it is difficult to make students grasp the knowledge from the whole, likely to cause fragmentation of knowledge and the separation of shape and number. Although the mixed preparation of mathematics textbook is beneficial to open up the links within the various branches of mathematics so that students understand and learn mathematics as a whole, but it is difficult to make students study knowledge of all branches of mathematics in depth and systematical understanding and learning. The divided and mixed preparation repeatedly also have a positive effect because debate and continuous practice of the view is the textbook research, as well as an important way to improve educational research in the longer term.

关 键 词：中学 数学教科书 分科 混合 

分 类 号：G423.3[文化科学—课程与教学论]